Cognitive Rigidity Among University Students

Abstract

      The current study was conducted using the descriptive method with the aim of investigating the phenomenon of cognitive closure among university students. A stratified random sample of 355 students was selected, including 198 from humanities disciplines and 157 from scientific disciplines. The researcher relied on the modified Cognitive Closure Scale, which consists of 36 items. The scale's validity was confirmed using face validity and a pilot application on 50 students, while its reliability was tested using Cronbach's alpha coefficient, which resulted in 0.87. Statistical analysis results showed that the level of cognitive closure among the sample was relatively low compared to the hypothesized level. Furthermore, significant statistical differences were found between males and females in cognitive closure levels, with male students exhibiting higher levels of cognitive closure than females; however, the difference was not large enough to significantly affect the results. A significant statistical difference was observed in favor of the humanities disciplines. The findings align with previous studies, indicating that the sample exhibited greater cognitive flexibility compared to individuals with cognitive closure. Several statistical tests, including t-tests, were employed to extract differences between groups and analyze variations across variables. The results emphasize the importance of exploring the factors contributing to cognitive closure and promoting critical thinking among students through counseling and training programs that foster intellectual openness, providing a solid foundation for future studies on the topic.